Reflection on Attending myData TrainingProvided by the District; January 27, 2010
As the unofficial tech person at my school site, I was part of the administrative team that went to downtown LA to attend the myData training. We were expected to train the rest of the school staff after we were trained.
I actually found the myData system (Los Angeles Unified School District, 2010) to be very user friendly and intuitive which was a welcome contrast to the current system. But I also knew that some of the staff were very computer challenged and as user friendly as the system was, I knew that some of them would have challenges. So during our training I tried to keep those teachers in mind as I learned the new system.
I realized that in order to teach this effectively, and to master this standard, I would need to make the resulting PD very hands on and to draw on prior knowledge that the teachers already had. Part of my job with all of this was to set up the individual computers in the classroom. Since
attendance was now a part of this program that was mandatory, I had to make it bullet-proof.
I ended up going to many of the computers and making a desktop shortcut to the website that was right in the middle of the screen. We also made up a flow chart that the teachers were to keep next to the computer that would show them the required steps.
I am proud to say that it went off very smoothly. Some of the teachers needed more confidence building than anything else, but once they got the hang of it there were no problems.
Self-Assessment
I learned about the new data program and had to determine the best way to train the staff in how to use it. I was able to use what I had learned about professional learning communities (McTighe, 2008) in order to make this an informational and effective learning experience. I was able to use what I had learned in this training and combine it with what I was learning in the course I was taking at the time, EDLD 5362, Informational Systems Management.
Learn as a Learner
I knew that I wanted to give the teachers some background on the new system and the rationale for creating it. I also knew that I wanted them to do an authentic task based on constructivist learning theory. As stated earlier, the system went online with only minimal problems. So based on that outcome, I think I my performance was fine. As the training went on and I interacted with the other teachers, I made some changes during the presentation.
Lifelong Learning Skills
I found that my previous knowledge of the district SIS system was invaluable. I once again saw the value of giving adult learners the information they need to be successful and then letting them make sense of the material for themselves. When helping to facilitate technology with teachers, I will use the knowledge I have gained from working with digital immigrants. I want to continue in the future to find ways for teachers and other educators to readily access information on students.
Implementation of ISTE Indicators
TF-V.D.3: “Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics” (Williamson, & Redish, 2009, p. 233). The myData training was collaborative and helped teachers to be able to use an online district supplied program.
TF-VII. C.1: “Support technology professional development at the building/school level utilizing adult learning theory” (Williamson, & Redish, 2009, p.238). I utilized constructivist learning for a professional development on web 2.0 technology.
McTighe, J. (2008). Making the most of professional learning communities. The Learning Principal 3(8), 1, 4-8.
Williamson, J., & Redish, T. (2009). ISTE’s technology facilitation and leadership standards:What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education
Activity #9
Reflection on Attending myData Training Provided by the District; January 27, 2010
As the unofficial tech person at my school site, I was part of the administrative team that went to downtown LA to attend the myData training. We were expected to train the rest of the school staff after we were trained.
I actually found the myData system (Los Angeles Unified School District, 2010) to be very user friendly and intuitive which was a welcome contrast to the current system. But I also knew that some of the staff were very computer challenged and as user friendly as the system was, I knew that some of them would have challenges. So during our training I tried to keep those teachers in mind as I learned the new system.
I realized that in order to teach this effectively, and to master this standard, I would need to make the resulting PD very hands on and to draw on prior knowledge that the teachers already had. Part of my job with all of this was to set up the individual computers in the classroom. Since
attendance was now a part of this program that was mandatory, I had to make it bullet-proof.
I ended up going to many of the computers and making a desktop shortcut to the website that was right in the middle of the screen. We also made up a flow chart that the teachers were to keep next to the computer that would show them the required steps.
I am proud to say that it went off very smoothly. Some of the teachers needed more confidence building than anything else, but once they got the hang of it there were no problems.
Self-Assessment
I learned about the new data program and had to determine the best way to train the staff in how to use it. I was able to use what I had learned about professional learning communities (McTighe, 2008) in order to make this an informational and effective learning experience. I was able to use what I had learned in this training and combine it with what I was learning in the course I was taking at the time, EDLD 5362, Informational Systems Management.
Learn as a Learner
I knew that I wanted to give the teachers some background on the new system and the rationale for creating it. I also knew that I wanted them to do an authentic task based on constructivist learning theory. As stated earlier, the system went online with only minimal problems. So based on that outcome, I think I my performance was fine. As the training went on and I interacted with the other teachers, I made some changes during the presentation.
Lifelong Learning Skills
I found that my previous knowledge of the district SIS system was invaluable. I once again saw the value of giving adult learners the information they need to be successful and then letting them make sense of the material for themselves. When helping to facilitate technology with teachers, I will use the knowledge I have gained from working with digital immigrants. I want to continue in the future to find ways for teachers and other educators to readily access information on students.
Implementation of ISTE Indicators
TF-V.D.3: “Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics” (Williamson, & Redish, 2009, p. 233). The myData training was collaborative and helped teachers to be able to use an online district supplied program.
TF-VII. C.1: “Support technology professional development at the building/school level utilizing adult learning theory” (Williamson, & Redish, 2009, p.238). I utilized constructivist learning for a professional development on web 2.0 technology.
References:
Los Angeles Unified School District. (2010). myData. Retrieved from http://notebook.lausd.net/portal/page?_pageid=33,1047597&_dad=ptl&_schema=PTL_E P
McTighe, J. (2008). Making the most of professional learning communities. The Learning Principal 3(8), 1, 4-8.
Williamson, J., & Redish, T. (2009). ISTE’s technology facilitation and leadership standards:What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education